Multiplicative reasoning task design with student teachers in Scottish schools: valuing diversity, developing flexibility and making connections

Helen Martin

Multiplicative reasoning task design with student teachers in Scottish schools: valuing diversity, developing flexibility and making connections

Research output: Chapter in Book/Report/Conference proceeding › Published conference contribution

Abstract

The aim of this poster is to present the development of a synthetic landscape of multiplicative reasoning constructed by student teachers. It explores the implications of working in a way that integrates literature from three different perspectives: maths recovery (MR), cognitively guided instruction (CGI) and realistic mathematics education (RME). The aim is to better understand how working in this way affects the way student teachers interact with learners, the questions they ask, the tasks they design: their capacity to value diversity in literature and develop their flexibility in practice.

Original language	English
Title of host publication	Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
Editors	U. T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis
Place of Publication	Utrecht, the Netherlands
Publisher	Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
Pages	4264-4265
Number of pages	2
ISBN (Print)	9789073346758
Publication status	Published - 2019
Event	Eleventh Congress of the European Society for Research in Mathematics Education - Utrecht, Netherlands Duration: 6 Feb 2019 → 10 Feb 2019

Conference

Conference	Eleventh Congress of the European Society for Research in Mathematics Education
Abbreviated title	CERME11
Country/Territory	Netherlands
City	Utrecht
Period	6/02/19 → 10/02/19

Keywords

Multiplicative Reasoning
Inclusive Practice
pedagogical design capacity
Teacher Education

Access to Document

http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME11_Proceedings_2019.pdfLicence: Unspecified

Helen Martin
- Education, Initial Teacher Education (ITE) - Lecturer
Person: Academic

Cite this

Martin, H. (2019). Multiplicative reasoning task design with student teachers in Scottish schools: valuing diversity, developing flexibility and making connections. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 4264-4265). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME11_Proceedings_2019.pdf

Multiplicative reasoning task design with student teachers in Scottish schools: valuing diversity, developing flexibility and making connections. / Martin, Helen.
Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. ed. / U. T. Jankvist; M. van den Heuvel-Panhuizen; M. Veldhuis. Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019. p. 4264-4265.

Research output: Chapter in Book/Report/Conference proceeding › Published conference contribution

Martin, H 2019, Multiplicative reasoning task design with student teachers in Scottish schools: valuing diversity, developing flexibility and making connections. in UT Jankvist, M van den Heuvel-Panhuizen & M Veldhuis (eds), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, Utrecht, the Netherlands, pp. 4264-4265, Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht, Netherlands, 6/02/19. <http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME11_Proceedings_2019.pdf>

Martin H. Multiplicative reasoning task design with student teachers in Scottish schools: valuing diversity, developing flexibility and making connections. In Jankvist UT, van den Heuvel-Panhuizen M, Veldhuis M, editors, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. 2019. p. 4264-4265

Martin, Helen. / Multiplicative reasoning task design with student teachers in Scottish schools : valuing diversity, developing flexibility and making connections. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. editor / U. T. Jankvist ; M. van den Heuvel-Panhuizen ; M. Veldhuis. Utrecht, the Netherlands : Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019. pp. 4264-4265

@inproceedings{c92dca017b454ff4a136622c570c3c98,

title = "Multiplicative reasoning task design with student teachers in Scottish schools: valuing diversity, developing flexibility and making connections",

abstract = "The aim of this poster is to present the development of a synthetic landscape of multiplicative reasoning constructed by student teachers. It explores the implications of working in a way that integrates literature from three different perspectives: maths recovery (MR), cognitively guided instruction (CGI) and realistic mathematics education (RME). The aim is to better understand how working in this way affects the way student teachers interact with learners, the questions they ask, the tasks they design: their capacity to value diversity in literature and develop their flexibility in practice. ",

keywords = "Multiplicative Reasoning, Inclusive Practice, pedagogical design capacity, Teacher Education",

author = "Helen Martin",

year = "2019",

language = "English",

isbn = "9789073346758",

pages = "4264--4265",

editor = "Jankvist, {U. T.} and {van den Heuvel-Panhuizen}, M. and M. Veldhuis",

booktitle = "Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education",

publisher = "Freudenthal Group & Freudenthal Institute, Utrecht University and ERME",

note = "Eleventh Congress of the European Society for Research in Mathematics Education, CERME11 ; Conference date: 06-02-2019 Through 10-02-2019",

}

TY - GEN

T1 - Multiplicative reasoning task design with student teachers in Scottish schools

T2 - Eleventh Congress of the European Society for Research in Mathematics Education

AU - Martin, Helen

PY - 2019

Y1 - 2019

N2 - The aim of this poster is to present the development of a synthetic landscape of multiplicative reasoning constructed by student teachers. It explores the implications of working in a way that integrates literature from three different perspectives: maths recovery (MR), cognitively guided instruction (CGI) and realistic mathematics education (RME). The aim is to better understand how working in this way affects the way student teachers interact with learners, the questions they ask, the tasks they design: their capacity to value diversity in literature and develop their flexibility in practice.

AB - The aim of this poster is to present the development of a synthetic landscape of multiplicative reasoning constructed by student teachers. It explores the implications of working in a way that integrates literature from three different perspectives: maths recovery (MR), cognitively guided instruction (CGI) and realistic mathematics education (RME). The aim is to better understand how working in this way affects the way student teachers interact with learners, the questions they ask, the tasks they design: their capacity to value diversity in literature and develop their flexibility in practice.

KW - Multiplicative Reasoning

KW - Inclusive Practice

KW - pedagogical design capacity

KW - Teacher Education

M3 - Published conference contribution

SN - 9789073346758

SP - 4264

EP - 4265

BT - Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education

A2 - Jankvist, U. T.

A2 - van den Heuvel-Panhuizen, M.

A2 - Veldhuis, M.

PB - Freudenthal Group & Freudenthal Institute, Utrecht University and ERME

CY - Utrecht, the Netherlands

Y2 - 6 February 2019 through 10 February 2019

ER -

Multiplicative reasoning task design with student teachers in Scottish schools: valuing diversity, developing flexibility and making connections

Abstract

Conference

Keywords

Access to Document

Fingerprint

Profiles

Helen Martin

Cite this